Felician College Rutherford Campus 223 Montross Avenue Rutherford, NJ 07070
EDU 640 MS – Meeting the Instructional Needs of Mild to Moderate Exceptional Students
(3 Credits) Course Syllabus Semester: Summer 1 2013 Professor: Dr. J. Pedersen Day/Time/Room#: Thurs., Room 28 Office Phone #: 908-754-4620 ext. 249 Office #, Building: Sammartino Hall Email: jpedersen1@aol.com Office Hours: Per request Website:http://felician-specialeducation.wikispaces.com/home Course Description: This course will examine the learning, behavioral, and personal characteristics of mildly to moderately disabled children and their impact on the learning process. It will provide opportunities in selection of teaching techniques and material for design and implementation of curriculum for the population.
Mission Statement
Felician is an independent co-educational Catholic/Franciscan College founded and sponsored by the Felician Sisters to educate a diverse population of students within the framework of a liberal arts tradition. Its mission is to provide a full complement of learning experiences, reinforced with strong academic and student development programs designed to bring students to their highest potential and prepare them to meet the challenges of the new century with informed minds and understanding hearts. The enduring purpose of Felician College is to promote a love for learning, a desire for God, self knowledge, service to others, and respect for all creation.
Division of Teacher Education Mission Statement The Division of Teacher Education, in light of the Franciscan mission, seeks to foster competent, caring, and compassionate educators to serve a diverse population by promoting a collaborative spirit, encouraging self-reflection, and emphasizing life-long learning. The Division of Teacher Education strives to prepare teachers who:
Know and understand the New Jersey Professional Teaching Standards;
Value and are committed to the tenets of these standards; and
Actively engage in applying the intent of the Standards within their learning communities.
Required Texts: Raymond, Eileen B. (2012). Learners with Mild Disabilities - A Characteristics Approach. Merrill.
We will be using the following educational legal codes. (All information can be obtained on-line.)
New Jersey Administrative Code Title 6A Chapter 14 Special Education Amendments
No Child Left Behind Legislation
New Jersey Core Curriculum Content Standards
Council of Exceptional Children Standards
Additional References; Hand outs will be provided.
Jensen, Eric., Super Teaching. Corwin Press, 2009
Martin, Lucy., Strategies for Teaching Students with Learning Disabilities. Corwin Press, 2009
Summerford, Cathie., Action Packed Classrooms, K-5: Using Movement to Educate and Invigorate Learners. Corwin Press, 2009
Course Format: Students will meet for a variety of experiences including discussion, lecture, and active participation. Varied issues will be covered as indicated on the attached calendar of events. Students will be expected to prepare themselves for class so that they can actively participate and thereby benefit fully from the experience.
Course Evaluation: A variety of techniques and strategies will be used to evaluate student learning and mastery of relevant concepts. Reading assignments will form the basis for classroom discussion. Active participation will be used as a means to assess completion of this task. In addition to active participation, students will also have various assignments. The lectures focus on selected concepts from the readings. Although we do not discuss all of the components of each chapter in class, each student is responsible for understanding all of the major concepts in each chapter. Therefore, test items can be derived from readings and lectures.
Course Objectives: At the completion of this course students will be able to: (The numbers in parentheses refer to the NJPTS, and the CEC Standards )
Identify and describe learning, behavioral, and personal characteristics of learners with mild to moderate disabilities.
( NJPTS#2), (CEC#2,3)
Describe the impact on the learning process of learners with mild to moderate disabilities. ( NJPTS#4), (CEC#3)
Summarize significant issues and policy trends in special education today. ( NJPTS#10), (CEC#5,9)
Utilize and interpret appropriate forms of student assessment. ( NJPTS#5), (CEC#8)
Effectively incorporate the New Jersey State Core Curriculum Standards in subject content instruction and assessment for learners with mild to moderate disabilities. ( NJPTS#4,7), (CEC#7)
Demonstrate the ability to promote social and emotional development through the implementation of variety of techniques.
( NJPTS#2,3), (CEC#2,5)
Identify the continuum of educational and community services that supports learners with mild to moderate disabilities.
( NJPTS#9), (CEC#10)
Understand the social, behavioral, emotional, and learning characteristics of learners with mild to moderate disabilities.
( NJPTS#2), (CEC#2,5)
Describe and employ a variety of classroom management methods. ( NJPTS#6), (CEC#5,6)
10. Describe appropriate teaching and assessment strategies and treatments to teaching learners with mild to
Participation, PreparationandInvolvement in all discussions and instructional activities. Students who take a proactive approach to class have a better understanding of the content presented.
Grade/Category
Exceeds Expectations
Meets Expectations
Approaching Expectations
Does Not Meet Expectations
Attendance and Timeliness (6 Points)
Arrived on time to every class (6)
Came late 1-2 times (5-4)
Came late 3 - 4 times (4 - 3)
Came late 4 or more times (0)
Preparation (6 Points)
Demonstrates being prepared for every class by handing in work on time and citing accurately and appropriately from the readings; all in-class reading responses demonstrate knowledge of reading assignments (6)
Demonstrates being prepared for most classes by handing in most work on time and cites accurately and appropriately from the readings; most in-class reading responses demonstrate knowledge of reading assignments (5-4)
Demonstrates being prepared for some classes by handing in some work on time and sometimes cites accurately and appropriately from the readings; some in-class reading responses demonstrate knowledge of reading assignments (3-2)
Is prepared for few classes; often hands in work late and seldom cites accurately and appropriately from the readings; few in-class reading responses demonstrate knowledge of reading assignments (1)
Participation in Class (4 Points)
Consistently participates actively in person; always listens closely and offers informed comments (4)
Frequently participates actively in person; frequently listens closely and offers informed comments (3)
Sometimes participates actively in person; sometimes listens closely and offers informed comments (2)
Seldom participates actively in person; seldom listens closely and offers informed comments (1)
Dispositions (4 Points)
Consistently shows respect for others' opinions and is open to changing own ideas. Consistently sees more than one perspective even if s/he disagrees (4)
Usually shows respect for others' opinions and is open to changing own ideas. Usually sees more than one perspective even if s/he disagrees (3)
Sometimes shows respect for others' opinions and is open to changing own ideas. Sometimes sees more than one perspective even if s/he disagrees (2)
Seldom shows respect for others' opinions and is open to changing own ideas. Cannot see more than his/her perspective (1)
Final Grading System
Grade
Rubric Description
Numerical Equivalent
Quality Points
A
Exceeds Expectations
95 - 100
4.000
A-
90 - 94
3.670
B+
Meets Expectations
87 - 89
3.333
B
83 - 86
3.000
B-
Does Not Meet Expectations
80 - 82
2.670
C+
77 - 79
2.333
C
70 - 76
2.000
D
65 - 69
1.000
F
64 or below
0.000
FA
Failure due to n on-attendance
0.000
Course Policies:
Assignments All assignments must be submitted on time. One point will be deducted from the grade for each day the assignment is late.
Final Grade Tabulations Attendance and Participation 15% Midterm 15% Final 15% Project 55%
Honor Code: Students are expected to comply with the tenets of the Felician College Honor Code (included) as well as the College policies as described in the Felician College Student Handbook and catalog.
Felician Honor Code: As a Franciscan, Catholic College, Felician College values scholarship and truth as integral parts of its academic identity. The college views students, faculty, and administration as parts of a larger community of scholars. As such a community, it is requisite that each of us upholds academic integrity.
The policies and procedures of the Honor Code apply to all members of the college community. This includes all students whether undergraduate or graduate, full-time or part-time, regularly enrolled, non-matriculated, or cross-registered from a neighbor institution, as well all faculty, staff and administrators, whether full-time or part-time.
A community member's personal integrity is presumed to be sufficient assurance that, in academic matters, students do their own work without unauthorized help from any other source and faculty, staff and administrators do their work in a fair and impartial manner. The Honor Code presumes that all work submitted as part of academic requirements is the product of the student submitting it unless credit is given with proper footnoting and bibliographic techniques or as prescribed by the course instructor.
Cheating, plagiarizing, or otherwise falsifying results of study is prohibited. The Code applies not only to examinations, but to all work handed in, such as papers, reports, solutions to problems, art work, tapes, films, and computer programs, unless alternative arrangements have been made with the instructor.
All members of the college community are required to acquaint themselves with the provisions of the Honor Code through the information in this handbook. Students are responsible for obtaining from their professors an explanation of the freedom they may exercise in collaboration with other students or in use of outside sources, including the student's own work prepared and submitted for another course. In other words, students may collaborate with other students within the parameters established by their professor. They may also submit work prepared for credit in one class for credit in another class so long as they have received permission from both professors. In the event that a student does not obtain a clear definition of the application of the Honor Code from a professor in any class, the student must assume that the Honor Council will follow the strictest interpretation of the Honor Code with respect to that class.
When a student makes use of concepts or words from an outside source, whether in the form of a direct quotation or of paraphrase, credit must be given to the original source for each idea by footnote or other technique acceptable to the instructor. Failure to make such an acknowledgment constitutes plagiarism.
Honor Code Violations of the Honor Code are cause for disciplinary actions imposed by the honor council. The following are included as violations:
Cheating on an exercise, test, problem, or examination submitted by a student to meet course requirements. Cheating includes the use of unauthorized aids (such as crib sheets, discarded computer programs, the aid of another person on a take-home exam, etc.); copying from another student's work; soliciting, giving, and/or receiving unauthorized aid orally or in writing; or similar action contrary to the principles of academic honesty.
Any action designed to deceive a member of the faculty or a fellow student regarding principles contained in the Honor Code, such as securing an answer to a problem for one course from a faculty member in another course when such assistance has not authorized.
Plagiarism
Use of texts of papers prepared by commercial or noncommercial agents and submitted as a student’s own work.
Submission of work prepared for another course without specific prior authorization of the instructors in both courses. Use of a student's own work whether prepared in the relevant class or in another is governed by all the rules of scholarship mentioned in the appendix on plagiarism. In other words, a student may use citations, sources, whole sections of a paper, even the paper itself so long as proper acknowledgment is made or with the permission of all instructors involved.
Falsification of results of study and research.
Tests, Examinations, and Other Exercises Students are on their honor not to ask for or give information pertaining to any portion of an examination before or after they have taken it, in such a way as to gain or give an advantage over other students. The written pledge (refer to "Honor Pledge") signifies that the work submitted is the student's own and that it has been completed in accordance with the requirements of the course as specified by the instructor. In addition, each student and faculty member is expected to establish a clear understanding of the requirements in each course. Any student uncertain about the application of the Code in a particular course requirement should always consult the instructor. The Honor Code pledge, or an abbreviation, should be included in all written work completed by the student and submitted for a grade. Any work handed in for credit, however, will be considered pledged unless exempted by the instructor.
Honor Pledge
The pledge to be signed on all tests, quizzes, and similar work is: “I pledge my honor that I have neither given nor received inappropriate aid on this examination.”
_ _ Signature Date
Plagiarism: Plagiarism, in any form, will not be tolerated. Any student who violates this policy will be notified in writing and immediately referred to the Honors Council.
Electronic Communication Devices: Students are expected to turn-off or put on "mute" all cell phone, pagers and other electronic communication devices during class time. Grade Appeal: Please refer to the Felician College Catalog or Student Handbook for grade appeal procedures.
Please Note: Special Student Needs or Handicap Conditions:
Students with documented disabilities that affect their ability to participate fully in the course or who require special accommodations are encouraged to speak with the instructor so that appropriate accommodations can be arranged. If you have a handicap (vision, hearing, etc.) or require other special consideration, please consult with the instructor. In some cases, college resources can be made available to assist you.
Rutherford Campus
223 Montross Avenue
Rutherford, NJ 07070
EDU 640 MS – Meeting the Instructional Needs of Mild to Moderate Exceptional Students
(3 Credits)Course Syllabus
Semester: Summer 1 2013 Professor: Dr. J. Pedersen
Day/Time/Room#: Thurs., Room 28 Office Phone #: 908-754-4620 ext. 249
Office #, Building: Sammartino Hall Email: jpedersen1@aol.com
Office Hours: Per request
Website: http://felician-specialeducation.wikispaces.com/home
Course Description:
This course will examine the learning, behavioral, and personal characteristics of mildly to moderately disabled children and their impact on the learning process. It will provide opportunities in selection of teaching techniques and material for design and implementation of curriculum for the population.
Mission Statement
Felician is an independent co-educational Catholic/Franciscan College founded and sponsored by the Felician Sisters to educate a diverse population of students within the framework of a liberal arts tradition. Its mission is to provide a full complement of learning experiences, reinforced with strong academic and student development programs designed to bring students to their highest potential and prepare them to meet the challenges of the new century with informed minds and understanding hearts. The enduring purpose of Felician College is to promote a love for learning, a desire for God, self knowledge, service to others, and respect for all creation.
Division of Teacher Education
Mission Statement
The Division of Teacher Education, in light of the Franciscan mission, seeks to foster competent, caring, and compassionate educators to serve a diverse population by promoting a collaborative spirit, encouraging self-reflection, and emphasizing life-long learning.
The Division of Teacher Education strives to prepare teachers who:
Required Texts:
Raymond, Eileen B. (2012). Learners with Mild Disabilities - A Characteristics Approach. Merrill.
We will be using the following educational legal codes. (All information can be obtained on-line.)
Course Format:
Students will meet for a variety of experiences including discussion, lecture, and active participation. Varied issues will be covered as indicated on the attached calendar of events. Students will be expected to prepare themselves for class so that they can actively participate and thereby benefit fully from the experience.
Course Evaluation:
A variety of techniques and strategies will be used to evaluate student learning and mastery of relevant concepts. Reading assignments will form the basis for classroom discussion. Active participation will be used as a means to assess completion of this task. In addition to active participation, students will also have various assignments. The lectures focus on selected concepts from the readings. Although we do not discuss all of the components of each chapter in class, each student is responsible for understanding all of the major concepts in each chapter. Therefore, test items can be derived from readings and lectures.
Course Objectives:
At the completion of this course students will be able to: (The numbers in parentheses refer to the NJPTS, and the CEC Standards )
- Identify and describe learning, behavioral, and personal characteristics of learners with mild to moderate disabilities.
( NJPTS#2), (CEC#2,3)- Describe the impact on the learning process of learners with mild to moderate disabilities. ( NJPTS#4), (CEC#3)
- Summarize significant issues and policy trends in special education today. ( NJPTS#10), (CEC#5,9)
- Utilize and interpret appropriate forms of student assessment. ( NJPTS#5), (CEC#8)
- Effectively incorporate the New Jersey State Core Curriculum Standards in subject content instruction and assessment for learners with mild to moderate disabilities. ( NJPTS#4,7), (CEC#7)
- Demonstrate the ability to promote social and emotional development through the implementation of variety of techniques.
( NJPTS#2,3), (CEC#2,5)- Identify the continuum of educational and community services that supports learners with mild to moderate disabilities.
( NJPTS#9), (CEC#10)- Understand the social, behavioral, emotional, and learning characteristics of learners with mild to moderate disabilities.
( NJPTS#2), (CEC#2,5)- Describe and employ a variety of classroom management methods. ( NJPTS#6), (CEC#5,6)
- 10. Describe appropriate teaching and assessment strategies and treatments to teaching learners with mild to
moderate disabilities. ( NJPTS#4,5,6,7),(CEC#3,4,7,8)Course Requirements:
Participation, Preparation and Involvement in all discussions and instructional activities.
Students who take a proactive approach to class have a better understanding of the content presented.
(6 Points)
(6 Points)
(4 Points)
(4 Points)
Final Grading System
Course Policies:
Assignments
All assignments must be submitted on time.
One point will be deducted from the grade for each day the assignment is late.
Final Grade Tabulations
Attendance and Participation 15%
Midterm 15%
Final 15%
Project 55%
Honor Code:
Students are expected to comply with the tenets of the Felician College Honor Code (included) as well as the College policies as described in the Felician College Student Handbook and catalog.
Felician Honor Code:
As a Franciscan, Catholic College, Felician College values scholarship and truth as integral parts of its academic identity. The college views students, faculty, and administration as parts of a larger community of scholars. As such a community, it is requisite that each of us upholds academic integrity.
The policies and procedures of the Honor Code apply to all members of the college community. This includes all students whether undergraduate or graduate, full-time or part-time, regularly enrolled, non-matriculated, or cross-registered from a neighbor institution, as well all faculty, staff and administrators, whether full-time or part-time.
A community member's personal integrity is presumed to be sufficient assurance that, in academic matters, students do their own work without unauthorized help from any other source and faculty, staff and administrators do their work in a fair and impartial manner. The Honor Code presumes that all work submitted as part of academic requirements is the product of the student submitting it unless credit is given with proper footnoting and bibliographic techniques or as prescribed by the course instructor.
Cheating, plagiarizing, or otherwise falsifying results of study is prohibited. The Code applies not only to examinations, but to all work handed in, such as papers, reports, solutions to problems, art work, tapes, films, and computer programs, unless alternative arrangements have been made with the instructor.
All members of the college community are required to acquaint themselves with the provisions of the Honor Code through the information in this handbook. Students are responsible for obtaining from their professors an explanation of the freedom they may exercise in collaboration with other students or in use of outside sources, including the student's own work prepared and submitted for another course. In other words, students may collaborate with other students within the parameters established by their professor. They may also submit work prepared for credit in one class for credit in another class so long as they have received permission from both professors. In the event that a student does not obtain a clear definition of the application of the Honor Code from a professor in any class, the student must assume that the Honor Council will follow the strictest interpretation of the Honor Code with respect to that class.
When a student makes use of concepts or words from an outside source, whether in the form of a direct quotation or of paraphrase, credit must be given to the original source for each idea by footnote or other technique acceptable to the instructor. Failure to make such an acknowledgment constitutes plagiarism.
Honor Code
Violations of the Honor Code are cause for disciplinary actions imposed by the honor council. The following are included as violations:
- Cheating on an exercise, test, problem, or examination submitted by a student to meet course requirements. Cheating includes the use of unauthorized aids (such as crib sheets, discarded computer programs, the aid of another person on a take-home exam, etc.); copying from another student's work; soliciting, giving, and/or receiving unauthorized aid orally or in writing; or similar action contrary to the principles of academic honesty.
- Any action designed to deceive a member of the faculty or a fellow student regarding principles contained in the Honor Code, such as securing an answer to a problem for one course from a faculty member in another course when such assistance has not authorized.
- Plagiarism
- Use of texts of papers prepared by commercial or noncommercial agents and submitted as a student’s own work.
- Submission of work prepared for another course without specific prior authorization of the instructors in both courses. Use of a student's own work whether prepared in the relevant class or in another is governed by all the rules of scholarship mentioned in the appendix on plagiarism. In other words, a student may use citations, sources, whole sections of a paper, even the paper itself so long as proper acknowledgment is made or with the permission of all instructors involved.
- Falsification of results of study and research.
Tests, Examinations, and Other ExercisesStudents are on their honor not to ask for or give information pertaining to any portion of an examination before or after they have taken it, in such a way as to gain or give an advantage over other students.
The written pledge (refer to "Honor Pledge") signifies that the work submitted is the student's own and that it has been completed in accordance with the requirements of the course as specified by the instructor. In addition, each student and faculty member is expected to establish a clear understanding of the requirements in each course. Any student uncertain about the application of the Code in a particular course requirement should always consult the instructor. The Honor Code pledge, or an abbreviation, should be included in all written work completed by the student and submitted for a grade. Any work handed in for credit, however, will be considered pledged unless exempted by the instructor.
Honor Pledge
The pledge to be signed on all tests, quizzes, and similar work is:
“I pledge my honor that I have neither given nor received inappropriate aid on this examination.”
_ _
Signature Date
Plagiarism:
Plagiarism, in any form, will not be tolerated. Any student who violates this policy will be notified in writing and immediately referred to the Honors Council.
Electronic Communication Devices: Students are expected to turn-off or put on "mute" all cell phone, pagers and other electronic communication devices during class time.
Grade Appeal: Please refer to the Felician College Catalog or Student Handbook for grade appeal procedures.
Please Note: Special Student Needs or Handicap Conditions:
Students with documented disabilities that affect their ability to participate fully in the course or who require special accommodations are encouraged to speak with the instructor so that appropriate accommodations can be arranged. If you have a handicap (vision, hearing, etc.) or require other special consideration, please consult with the instructor. In some cases, college resources can be made available to assist you.